جستجوی مقالات مرتبط با کلیدواژه « elementary » در نشریات گروه « علوم اجتماعی »

Man is a social being and because of this characteristic, he is bound to learn life skills. Life skills are abilities that are developed with continuous practice and prepare a person to face daily life issues, increase mental, social and health abilities. The World Health Organization has defined life skills as the ability to perform adaptive and positive behavior in such a way that a person can cope with the challenges and necessities of his daily life. Life skills are the kind of cognitive, emotional and practical abilities that are needed for success and happiness in everyday life. Life skills training have been receiving the attention of educational system practitioners in recent years due to the fact that it prepares people to deal with problems and create adaptive behaviors. The main purpose of this study was to provide a model of life skills curriculum in elementary school from the perspective of experts.

The current research was applied in terms of its purpose and qualitative research with thematic analysis in terms of implementation method. The statistical population included various academic experts of the country in the academic year of 2020-21, 14 people were purposefully selected and interviewed until theoretical saturation. The research tool was semi-structured interviews, whose validity was checked with content validity (4 experts including 2 sociologists, 1 psychologist and 1 educational science professor), and for reliability, coders' agreement method was used, and 3 interviews were random. They were selected and coded with another experienced colleague, and the coding agreement rate was 0.94. For data analysis, the coding method (re-oriented and selective) was used.

The results showed that 39 primary themes (open coding), 9 central themes including (family oriented, economic skills, citizenship skills, promotion of moral and religion-oriented skills and in the content dimension environmental skills, critical thinking, media literacy skills and skills Physical-psychological) and 2 selected subjects (purpose and content) as a model of life skills curriculum in elementary school.

Based on the results, it can be concluded that curriculum planners can present life skills in elementary school in the books of this course in the form of two general dimensions of goals and content.

This paper is an introduction and a critical review of the book “Genki” a two-volume book for elementary education of the Japanese language which was first published in 1999 and republished in 2011 and 2020. The book has been used in many universities and language teaching centers around the world, especially in recent years. This study is an attempt to identify the strengths and weaknesses of this textbook. This critical assessment is carried out from visual and content-based aspects using Razi’s (2009) evaluation criteria. The overall conclusion of this study showed that “Genki”, which is the result of a collaboration between a group of Japanese language teaching professionals and teachers, has many strengths and advantages, but while having the strengths, the book suffers from a few shortcomings that if eliminated in future editions, it can be used as a relatively reliable educational source that has the potential to attract the positive attention of many Japanese language teachers and students, especially those who choose to study English independently on a self-study basis.

Advances in information technology have led to greater use by individuals as students have the best opportunity in school to learn science with their peers, so the education systemchr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))s media literacy training for this group, especially courses Primary plays a special role in terms of effectiveness and institutionalization in society. Thus, due to the importance of media literacy for children also due to the lack of research vacancy in this field, the topic of "Investigating how to teach media literacy to elementary students" was explored in this study. The research method was qualitative research using content analysis technique and SWOT matrix data. The research findings showed how to teach media literacy to elementary students; For media literacy), the education system should also be identified using new educational methods, educational technologies, the use of social networks, the formation of workshops, the participation of students in discussion and discussion of media criticism and other factors identified. , The nature of media and the need for literacy learning Induce students with students.

The purpose of this study was to study and analyze the influential aspects of teachers' organizational performance in their first year of service in Shiraz. The present study was a descriptive survey in terms of method. The statistical population of the study consisted of elementary schools of Shiraz city that 59 schools were selected using cluster sampling method. To collect the data, the Scale of Turkzadeh and Farhang Herati (2016) was used. After validity and reliability, 630 copies were distributed. The results of this study showed that the dominant aspect of teachers' organizational performance is individual dimension. On the other hand, although the dominant factor was not found in the teachers 'organizational performance, Friedman test results showed that from the teachers' viewpoint, the ability factor had the highest priority and the policy factor had the least priority. In addition, organizational performance factors only showed significant differences with demographic characteristics of gender and employment status, while there was no significant difference between organizational performance dimensions and its factors with other demographic characteristics studied.